Discussion Thread_ Creating a Problem Solving Classroom_ Kathleen King

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Mathematics

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Feb 20, 2024

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2/17/24, 1:30 PM Discussion Thread: Creating a Problem Solving Classroom: Kathleen King https://canvas.liberty.edu/courses/587834/assignments/9434992/submissions/1550900 1/3 Skip to Main Content Submission Details Grade: 38 / 42 Discussion Thread: Creating a Problem Solving Classroom Kathleen King submitted Feb 4 at 4:37pm SHOW RUBRIC late RE-SUBMIT ASSIGNMENT Online Residential Athletics Sign In Request Info Apply Now Visit Us Create Guest Account
2/17/24, 1:30 PM Discussion Thread: Creating a Problem Solving Classroom: Kathleen King https://canvas.liberty.edu/courses/587834/assignments/9434992/submissions/1550900 2/3 from Discussion Thread: Creating a Problem Solving Classroom Feb 4, 2024 4:37PM The submissions for this assignment are posts in the assignment's discussion. Below are the discussion posts for Kathleen King, or you can view the full discussion . George Polya's four-step problem-solving strategy is a valuable framework for guiding students through mathematical challenges. To illustrate this approach, let's consider a problem involving ±nding the area of a irregularly shaped garden bed. Polya's Four-Step Problem-Solving Strategy: 1. Understand the Problem (Twelve Strategies: Strategy 1 - Read and Understand the Problem): Begin by reading the problem carefully, identifying relevant information, and understanding the requirements. In our case, we'd focus on comprehending the dimensions and shape of the garden bed. 2. Devise a Plan (Twelve Strategies: Strategy 2 - Identify the Problem- Solving Strategy): Determine an appropriate strategy to solve the problem. Considering the irregular shape, employing a strategy such as breaking it down into simpler shapes or using the formula for the area of irregular polygons could be effective. 3. Carry Out the Plan (Twelve Strategies: Strategy 3 - Solve a Simpler Problem): Implement the chosen strategy, solving any sub-problems if necessary. This might involve calculating the area of individual sections of the garden bed. 4. Look Back (Twelve Strategies: Strategy 12 - Check Your Answer): Re²ect on the solution, ensuring it aligns with the problem's requirements. Double-checking the calculations and verifying that the area calculated makes sense given the context of the garden bed would be crucial. Comparison between a Problem-Based Classroom and a Traditional Mathematics Classroom: In a problem-based classroom, the emphasis is on real-world problem- solving, with students actively engaging in authentic mathematical inquiries. The approach is student-centered, fostering critical thinking, collaboration, and application of mathematical concepts to practical situations. Students often work in groups, discussing strategies and presenting solutions. In contrast, a traditional mathematics classroom typically follows a more teacher-centered model, where the focus is on direct instruction and rote learning The emphasis is often on memorization of formulas and
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